48 The researcher needed more theories to provide knowledge, framework,
and information related to the process of designing the materials after the main theories from instructional design and RD. Therefore, theories about
multimedia, video, speaking skill, Communicative Language Teaching CLT, and learning activities were arranged to support and strengthen the designing
process in order to be the ideal design of the supplementary interactive speaking multimedia using video for the tenth grade students of SMA Pangudi Luhur
Sedayu. The researcher describes the detail components of the designed
supplementary interactive speaking multimedia using video for the tenth grade students. Those components were the learners’ characteristic and learners’ need,
the formulation of goals, general purposes, and topics, the formulation of learning objectives, subject content, teaching learning activities, feedback of the design,
design improvement, and the last presentation of the final version of the designed materials
A. The Learners’ Characteristics and Learners’ Need
This part describes the information about the learners’ characteristics and learners’ need which were obtained by conducting need analysis. In the need
analysis, the researcher applied interview and questionnaire as the instruments to gain the expected data and information. The interview was conducted to obtain
learners’ characteristics and information related to the classroom activities that have been done so far. While the questionnaires were distributed to the tenth
49 grade students of SMA Pangudi Luhur Sedayu in order to gain data about the
students’ needs, the activities expected by students, and students’ opinion about learning speaking using video.
The researcher had conducted interview to gain information about students’ characteristic and students’ needs. The interview had been done to the
English teacher who was responsible in teaching tenth grade students of SMA Pangudi Luhur
Sedayu. The questions given to the teacher were expected to gain as much as information as possible about students’ characteristics so that this
basic step collected precise information. After interviewing the English teacher who was responsible for teaching
tenth grade students of SMA Pangudi Luhur Sedayu, the researcher gained much information and detail facts about the students’ general description of academic
achievement, motivation in English classroom especially the way that students involved in speaking activities.
Based on the interview results, the number of tenth grade students of Pangudi Luhur senior high school was 112 students which are divided into four
classes. In general, all the students were classified into the beginner in English level. In teaching tenth grade students, the teacher experienced that only 20 of
the total number of the tenth grade students were classified into intermediate level. The teacher admitted that this facts happened because the lack of motivation to
learn English. In addition, the students’ characteristic in English classroom was mostly passive. The students tended to sit silently and did not speak English if
there was no command from the teacher.
50 The following is a conclusion about the data gained through interview
which describes the summary of the Learners’ Characteristics.
Table 4.1 Summary of Learners’ Characteristics Categories
Learners’ Characteristic
Level of intelligence Only 20 of the total numbers of tenth grade students
were classified into good level related to English subject. The remaining students 80 were classified into poor
level.
Learning motivation The students were less motivated in learning English
subject especially when the teaching learning process is monotonous.
Enthusiasm The students were enthusiastic when the teacher used
audio visual as the media to teach English.
The researcher also paid attention to the obstacles that students faced. The researcher tried to dig out the common problems faced by students. After knowing
those obstacles the researcher used the results of facts as a guidance and benchmark to develop speaking learning activities. The learning activities were
expected to minimize those obstacles. The result of students’ obstacles in learning English were:
1. Lack of vocabulary acquisition
2. Low ability of pronunciation
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3. Lack
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53 Luhur
Sedayu on how important the speaking skill to their expectation and academic achievement.
From the questioners distributed, the respondents stated their opinion and motivation. All of the respondents stated that speaking skill was very important to
their education. They 100 stated that speaking skill is very important since it is the application of mastering English. In order to speak well organized, the
students should master the integrated skill such as mastering vocabulary, understanding the grammar, and right pronunciation. The researcher successfully
collected the information by distributing questionnaires to the tenth grade students. The questionnaire became the beginning step to know the students’
purposes and their interest. The questionnaire employed open and closed questions in order to facilitate students’ creative opinion. There were three
questions which were asking students about their purposes of learning speaking and also their expectation in their future in the working field.
The researcher collected information on the students’ motivation to speak English. There were many reasons why English was so important for the students.
The students’ motivations to speak English were described below: 1.
To facilitate learning when continuing study 2.
To facilitate and support for job vacancy 3.
To access much information from many source internet, books, native speakers
4. To facilitate when going abroad international language
5. To increase confidence when talking to stranger
54 All the data above were organized and put in order based on the frequency
of appearance. In order to organize the data, all answers from all respondents were listed and grouped in a table. The data which were listed down on top number was
the data that often appeared from the questionnaire. From the information showing the learners’ need can be identified above,
in general, the students wanted to develop their speaking skill. The purpose of developing the speaking skill were that they wanted to facilitate learning when
continuing their study, to support for job vacancy, to access much information from many source internet, books, native speakers, to facilitate when going
abroad, and to increase confidence when talking to stranger. From the following paragraph, the students’ purposes were explained
obviously. From the interview, the teacher said that speaking activity is not provided purely only for speaking but it was integrated with other activities such
as reading and listening. Moreover, the teacher stated that importance of speaking is no more than successfully answering exercises. Here, there was significance
difference between teacher and learners’ purposes. As the conclusion, the goal of the design could be identified. It was to
design supplementary interactive speaking multimedia using video to enhance English speaking skill for the tenth grade students.
B. The Formulation of Goals, General Purposes, and Topics
